Philosophical knowledge in the development of educational imperatives

The study discusses the philosophical problems of the development and implementation of educational imperatives. Their philosophical analysis demonstrates the contradictory nature of their relationship and coordinated functioning. It is advisable to use the concept of the subject of meaning translation being the current actor of the educational process in the present-day situation. The philosophical principles of system, determinism, and development can be effectively applied to the educational environment in case of their full conscious reproduction. The most important value universals of the educational process may include good, truth, mutual respect, mutual assistance, support, dialogue, democracy, and pluralism. The concepts of proceduralism, truth, project, space of meanings are philosophically analyzed in the context of the educational imperatives development. Philosophical knowledge plays an important role in the construction and interpretation of the imperatives of the educational process and identifies the preconditions of the meaning translation regulation. The uncertainty and ignorance in educational activities are associated with the forced fragmentation of the worldview and overcome by a philosophical approach building a semantic space. At the same time, the semantic space as a social and cultural technology and an educational imperative is an effective way to integrate knowledge and produce new unique meanings.